Introduction to Early Years Reading and Writing Education
When teaching it is essential that we, as teachers, recognise that no two children will ever be exactly the same. While there may be some that share similar interests, home life or beliefs we cannot assume that children will have the same funds of knowledge, or learn in the same way as one another. The way in which a child learns is heavily impacted by the social activities they participate in, their home life, access to readily available facilities and location.
It is our role as teachers to make a conscious effort to understand and nourish the way in which every individual within our classroom learns. Many different teaching techniques have been developed that are specially designed to assist teachers reach all students in any classroom by providing them with modified styles of teaching that address the same subjects. There are numerous ways in which we can assess a child's reading progress and development. We can use tools such as the Reading Fluency Rubric to determine the level that a particular child is reading at, and ask interpretive, inferential and literal questions (See Learner Understanding) to measure comprehension of what they read.
While exactly what a child must know is not set in concrete, there are certain standards, or levels to which we must assist children to reach within the course of a year. These standards are outlined by Victorian Essential Learning Standards or VELS.
Introduction to Reading According To VELS
According to VELS (2007), reading involves "understanding, interpreting, critically analysing, reflecting upon, and enjoying written and visual, print and non-print texts." VELS also states that students in English Level 2 (grades 1 and 2) should be able to respond to short, imaginative stories or stories that are familiar, have a predictable structure, and read a few unfamiliar words whilst reading independently. VELS goes on to explain that children in English Level 2 will self-correct, be able to predict plausible endings and identity texts written by authors.
Introduction to Writing According To VELS VELS (2007) states that writing "involves [students actively] conceiving, planning, composing, editing and publishing a range of texts including writing for print and electronic media and performance." Furthermore, VELS states that writing involves understanding and using different writing patterns, such as formal and informal, when it is appropriate. When it comes to writing, students in English Level 2 should be able to create short, sequenced text that include ideas related to familiar texts and be able to construct writing pieces that convey ideas and messages. Additionally, students will be able to correctly use capital letters, full stops and question marks, create their own writing structures and links ideas in various ways using pronouns, adverbs and conjunctions.
When teaching it is essential that we, as teachers, recognise that no two children will ever be exactly the same. While there may be some that share similar interests, home life or beliefs we cannot assume that children will have the same funds of knowledge, or learn in the same way as one another. The way in which a child learns is heavily impacted by the social activities they participate in, their home life, access to readily available facilities and location.
It is our role as teachers to make a conscious effort to understand and nourish the way in which every individual within our classroom learns. Many different teaching techniques have been developed that are specially designed to assist teachers reach all students in any classroom by providing them with modified styles of teaching that address the same subjects. There are numerous ways in which we can assess a child's reading progress and development. We can use tools such as the Reading Fluency Rubric to determine the level that a particular child is reading at, and ask interpretive, inferential and literal questions (See Learner Understanding) to measure comprehension of what they read.
While exactly what a child must know is not set in concrete, there are certain standards, or levels to which we must assist children to reach within the course of a year. These standards are outlined by Victorian Essential Learning Standards or VELS.
Introduction to Reading According To VELS
According to VELS (2007), reading involves "understanding, interpreting, critically analysing, reflecting upon, and enjoying written and visual, print and non-print texts." VELS also states that students in English Level 2 (grades 1 and 2) should be able to respond to short, imaginative stories or stories that are familiar, have a predictable structure, and read a few unfamiliar words whilst reading independently. VELS goes on to explain that children in English Level 2 will self-correct, be able to predict plausible endings and identity texts written by authors.
Introduction to Writing According To VELS
VELS (2007) states that writing "involves [students actively] conceiving, planning, composing, editing and publishing a range of texts including writing for print and electronic media and performance." Furthermore, VELS states that writing involves understanding and using different writing patterns, such as formal and informal, when it is appropriate. When it comes to writing, students in English Level 2 should be able to create short, sequenced text that include ideas related to familiar texts and be able to construct writing pieces that convey ideas and messages. Additionally, students will be able to correctly use capital letters, full stops and question marks, create their own writing structures and links ideas in various ways using pronouns, adverbs and conjunctions.
- Introduction to Learner
- Reading Interests Survey
- Learner Understanding
- Reading Fluency
- Writing Assessment
Teaching Programs
- Classroom Structure
- Teaching Approaches
- Reading/Writing Approaches
- Observation Notes
Teaching Resources
Statement of Observation
Permission Slip
Reference List
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